Routines and idioms in the course books which are used for teaching Turkish as a foreing language

In this research, it is determined the idioms and routines in A1,A2,B1 and B2 levels of the course book of the two different institutes, which are prepared for teaching Turkish as a foreign language. It has been evaluated the similarities of idioms and routines and the ranges in terms of the levels detected in these books. In the first part of the research, problem situation, the aim, problems, importance, and limitations of the research, and definitions about the study are presented. In the second part of the research, the items of lexicology and the information about the routines and idioms are presented under the title of theoretical foundations and related researches. The importance of the routines and idioms in teaching language is emphasized and therefore related literature is referred. In the third part of the research, information about the method is presented. A descriptive research method, namely document review, is used in this research. A content analysis of the Gazi University Turkish for Foreigners Book and Yunus Emre Institute Turkish Education Set is made with the purpose of gathering data about routines and idioms. In the fourth part of the research, routines and idioms in the books Gazi University Turkish for Foreigners and Yunus Emre Institute Turkish Education Set are classified. After that, the gathered data is tabulated and interpreted in a way which includes all the levels and comparative in each level. The gathered data is described with the help of frequency(F) and percentage (%) statistical techniques. According to this, 1. It is stated that routines in the two course books, Gazi University Turkish for Foreigners and Yunus Emre Institute Turkish Education Set are %42 similar A1 level, and %33 in A2, %32 in B1, and %36 in B2 level. When compared with all the levels included, the books are %41 similar. 2. It is seen that idioms in the two course books, Gazi University Turkish for Foreigners and Yunus Emre Institute Turkish Education Set are %17 similar A1 level, and %22 in A2, %16 in B1, and %19 in B2 level. When compared with all the levels included, the books are %24 similar. It is determined that idiom diversity in Yunus Emre Institute Turkish Education Set is much broader. 3. Routines are classified according to their functions and contexts. It is seen that routines which are used for wishing well, thanking, saying goodbye, requesting, congratulating has often been included. Although the routines to wish well have frequently been used, the routines which are used as a reply to good wishes are barely involved in. 4. Is detected that the numbers of idioms and their frequency of repetitions in the books-Gazi University Turkish for Foreigners and Yunus Emre Institute Turkish Education Set are getting increased as the level become higher. Accordance with the idioms' frequency of repetition, it must be created an offer list by measuring level. With regard to the results of the research, the routines in the books which are prepared for teaching Turkish as a foreign language must be determined by considering the functions of routines and whose the frequency of repetition in daily life. While the idioms - A1 and A2 levels- in a course book are specified, the idioms which have concrete meaning and high frequency should be included. In B1 and B2 levels, the idioms with the abstract meanings should be taken part.